Publikation: Promoting peer interactions in an inclusive preschool in China : what are teachers’ strategies?
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
DOI (zitierfähiger Link)
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents were collected and qualitative content analysis was applied to analyse the data. The key finding suggests both preventive and interventive strategies are identified from five different levels: cooperation with different community stakeholders level; the classroom environment level; the curriculum plan level; the activity design level and the individual children with SEN level. Implications of the findings to promote peer interactions in inclusive early childhood settings and directions for future research are discussed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
TAN, Run, Sonja PERREN, 2023. Promoting peer interactions in an inclusive preschool in China : what are teachers’ strategies?. In: International Journal of Inclusive Education. Routledge, Taylor & Francis. 2023, 27(9), pp. 987-1003. ISSN 1360-3116. eISSN 1464-5173. Available under: doi: 10.1080/13603116.2021.1879955BibTex
@article{Tan2023Promo-52747, year={2023}, doi={10.1080/13603116.2021.1879955}, title={Promoting peer interactions in an inclusive preschool in China : what are teachers’ strategies?}, number={9}, volume={27}, issn={1360-3116}, journal={International Journal of Inclusive Education}, pages={987--1003}, author={Tan, Run and Perren, Sonja} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/52747"> <dcterms:issued>2023</dcterms:issued> <dc:creator>Tan, Run</dc:creator> <dc:contributor>Tan, Run</dc:contributor> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/52747"/> <dc:language>eng</dc:language> <dc:contributor>Perren, Sonja</dc:contributor> <dcterms:abstract xml:lang="eng">This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents were collected and qualitative content analysis was applied to analyse the data. The key finding suggests both preventive and interventive strategies are identified from five different levels: cooperation with different community stakeholders level; the classroom environment level; the curriculum plan level; the activity design level and the individual children with SEN level. Implications of the findings to promote peer interactions in inclusive early childhood settings and directions for future research are discussed.</dcterms:abstract> <dcterms:title>Promoting peer interactions in an inclusive preschool in China : what are teachers’ strategies?</dcterms:title> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:creator>Perren, Sonja</dc:creator> <dc:rights>terms-of-use</dc:rights> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-02-08T08:53:01Z</dcterms:available> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-02-08T08:53:01Z</dc:date> <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/> </rdf:Description> </rdf:RDF>